It is clearly illogical to search for one good,
universal solution for multilingual education
when educational contexts differ so widely due
to demographic and social factors. The
situation is further complicated by the
motivations of learners and teachers, and by
attitudes towards multilingualism and
‘otherness’. The studies in this volume seek to
investigate not only whether certain solutions
and practices are ‘good’, but also when and for
whom they make sense. The book covers a wide
range of Western multilingual contexts, and
uncovers common themes and practices, shared
aims and preoccupations, and often similar
solutions, within seemingly diverse contexts.
In addition to chapters based on empirical
data, this book offers theoretical
contributions in the shape of a discussion of
the appropriateness of L1-Ln terminology when
discussing complex multilingual realities, and
looks at how the age factor works in classroom
settings.